Complete packs and loose cards · complete teacher lesson
Purpose
Find whole complete packs and keep smaller leftover collections separately named.
Time and choice
About 20–30 minutes, unpiloted. Choose one route; shorten, split or pause. Days 71–80 are flexible sequence slots, not attendance or a claim about 195/200 calendar days.
Materials
Plain paper, a pencil or child-directed marks, safe large pieces and named places. A place can be a drawn box or spoken label. No food, real money, purchase, printer, account or device required. A helper moves only the piece/place the child chooses.
Entry
Give a fresh nine-card collection with a four-card pack rule. Build two complete packs and one loose card. Check every completed pack reaches four; do not call an outline or a loose card a completed pack.
When a confusion appears
If a partly filled pack is counted as complete, compare it to the exact required size using a fresh eleven-card/three-per-pack job. Leave unused members visible; a bigger drawn box does not turn a short pack into a complete one.
Access choices
Let the child mix objects, a drawing, speech, signing, AAC, tactile marks or an exact directed helper. Read the whole source and allow processing time. Offer a quiet seated route and a pause. Record reading/motor access separately from hints that choose a mathematical step. These are choices, not fixed learning styles or neurotype assignments.
Choose a job and check entry · 0–3
Give a fresh nine-card collection with a four-card pack rule. Build two complete packs and one loose card. Check every completed pack reaches four; do not call an outline or a loose card a completed pack.
Teach a whole different example · 3–9
Seventeen whole ferry cards are available for a pretend map game. Every complete bundle needs four cards. Make as many complete bundles as possible and leave any cards left over aside. How many complete bundles can be made, and how many cards stay aside? After the first chosen attempt, demonstrate: Name 17 as the whole available collection and 4 ferry cards as the required size of each complete pack. Take exactly 4 at a time into a new named pack; check that size before calling it complete. There are 4 complete packs and 1 whole ferry card aside. 4+4+4+4=16; 16+1=17. The requested number 4 names packs; 4 names members in one pack. A leftover group of fewer than 4 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact. Then introduce the complete different source Fourteen whole badge cards are available. Each complete sleeve needs three cards. Make as many complete sleeves as possible, leaving any leftover cards aside. How many complete sleeves can be made, and how many cards are left? Discuss the change in purpose/quantities rather than presenting a shortcut answer.
Try a new source together · 9–15
Fourteen new shelf-label marks, four per complete bundle; guided 3 bundles/2 loose. Read this whole new job. Let the child identify what is known and choose a representation before showing the worked possibility. Keep the original collection visible and ask what the useful answer names.
Choose a practical route · 15–22
Offer one complete route below, not all three as a workload. The child may change response mode or pause. Keep the full source visible, leave own-record spaces empty and retain the first model/words before any numerical hint.
Make a usable outcome · 22–25
Make a two-part packing label. Include the exact source identity, useful answer unit and any whole leftovers. Invite a willing helper to follow it; if no helper is available, the child can point through the instruction. A planned invitation is not evidence that another person used it.
Check evidence and choose next teaching · 25–29
Fresh thirteen route marks, three per complete set:4 sets/1 loose; check 12+1=13. Record the particular component shown/not yet shown/not observed and actual support. Select the specific unrelated next lesson after the first record; do not turn a revised answer into a new independent sample.
D76-R1 · Pack badge marks with a spare note
D76-R1
Eleven whole badge marks are available. Each complete pack needs three; make as many complete packs as possible and leave leftovers aside. How many packs and leftover marks are there?
Useful outcome
A two-part packing label.
- Read the complete job; name the whole and the known recipient count, pack size or equal-kit structure.
- Choose large safe objects, a labelled drawing/tactile record or an exact child-directed helper; represent every stated member once.
- Try a taught sharing/grouping/equal-whole method. Keep your first thinking; label what your answer and any leftovers mean.
- Check the actual equality/pack-size condition and the whole collection. Make the practical note; copying a supplied adult model is supported practice.
Adult model · after the first attempt
Name 11 as the whole available collection and 3 badge marks as the required size of each complete pack. Take exactly 3 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 2 whole badge marks aside. 3+3+3=9; 9+2=11. The requested number 3 names packs; 3 names members in one pack. A leftover group of fewer than 3 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact.
Let the child mix objects, a drawing, speech, signing, AAC, tactile marks or an exact directed helper. Read the whole source and allow processing time. Offer a quiet seated route and a pause. Record reading/motor access separately from hints that choose a mathematical step. These are choices, not fixed learning styles or neurotype assignments.
Matching neutral route and empty record
D76-R2 · Pack four-card puzzle kits
D76-R2
Nineteen whole puzzle cards are available. Each complete kit needs four; make as many kits as possible and leave leftovers aside. How many complete kits and spare cards are there?
Useful outcome
A two-part packing label.
- Read the complete job; name the whole and the known recipient count, pack size or equal-kit structure.
- Choose large safe objects, a labelled drawing/tactile record or an exact child-directed helper; represent every stated member once.
- Try a taught sharing/grouping/equal-whole method. Keep your first thinking; label what your answer and any leftovers mean.
- Check the actual equality/pack-size condition and the whole collection. Make the practical note; copying a supplied adult model is supported practice.
Adult model · after the first attempt
Name 19 as the whole available collection and 4 puzzle cards as the required size of each complete pack. Take exactly 4 at a time into a new named pack; check that size before calling it complete. There are 4 complete packs and 3 whole puzzle cards aside. 4+4+4+4=16; 16+3=19. The requested number 4 names packs; 4 names members in one pack. A leftover group of fewer than 4 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact.
Let the child mix objects, a drawing, speech, signing, AAC, tactile marks or an exact directed helper. Read the whole source and allow processing time. Offer a quiet seated route and a pause. Record reading/motor access separately from hints that choose a mathematical step. These are choices, not fixed learning styles or neurotype assignments.
Matching neutral route and empty record
D76-R3 · Pack five-mark route sets
D76-R3
Seventeen whole route marks are available. A complete set needs five; make as many sets as possible and leave leftovers aside. How many complete sets and leftover marks are there?
Useful outcome
A two-part packing label.
- Read the complete job; name the whole and the known recipient count, pack size or equal-kit structure.
- Choose large safe objects, a labelled drawing/tactile record or an exact child-directed helper; represent every stated member once.
- Try a taught sharing/grouping/equal-whole method. Keep your first thinking; label what your answer and any leftovers mean.
- Check the actual equality/pack-size condition and the whole collection. Make the practical note; copying a supplied adult model is supported practice.
Adult model · after the first attempt
Name 17 as the whole available collection and 5 route marks as the required size of each complete pack. Take exactly 5 at a time into a new named pack; check that size before calling it complete. There are 3 complete packs and 2 whole route marks aside. 5+5+5=15; 15+2=17. The requested number 3 names packs; 5 names members in one pack. A leftover group of fewer than 5 is not another complete pack. Count or rebuild all original members to check; repeated addition, known groups or a supported subtraction model are possible taught methods, not a required memorised division fact.
Let the child mix objects, a drawing, speech, signing, AAC, tactile marks or an exact directed helper. Read the whole source and allow processing time. Offer a quiet seated route and a pause. Record reading/motor access separately from hints that choose a mathematical step. These are choices, not fixed learning styles or neurotype assignments.
Matching neutral route and empty record